A man in traditional garments drumming.

Self-Determination and Inherent Right of Self-Government

Indigenous Peoples exercise and have full enjoyment of their rights to self-determination and self-government, including developing, maintaining and implementing their own institutions, laws, governing bodies, and political, economic and social structures related to Indigenous communities.

Actions at a glance

How far along is this work?
Stage of transformation (Salmon icon)

When we think of life, it’s cycles of transformation. We think of our relations with salmon. Salmon is the chief of the water and a representation of critical thinking, taking action and overcoming obstacles. Their cycle of birth, journey, and returning to the land remind us of our reciprocal responsibility and that, with our limited time on earth, we must contribute in a meaningful way. Salmon return the earth and feed it so that other beings may thrive.

Lowest level

Stage of transformation icon (Salmon) lowest level

Started

Mid-level

Stage of transformation icon (Salmon) mid level

Planning

High Level

Stage of transformation icon (Salmon) high level

Implementation

Transformed

Stage of transformation icon (Salmon) transformed

Completed

How complicated is this work?
Complexity (Rock icon)

How much work needs to be done? How big is the rock we must carry? We call on the image of the rock, which reminds us of the physicality of our test of strength competitions. The heavy lifting is not just about brute strength but about how we position ourselves and use our whole being to lift.

Lowest level

Complexity icon (Rock) lowest level

Some
complexity

Mid-level

Complexity icon (Rock) mid level

Moderate complexity

High Level

Complexity icon (Rock) high level

Notable complexity

Transformed

Complexity icon (Rock) transformed

Complexity resolved

Are there challenges?
Risks (Medicine bundle icon)

The medicine bundle is a symbol of protection and ceremony. When it comes to risk and challenges, we are reminded of the work that our ancestors undertook to prepare mind, body, and spirit for the things creator would place in front of us. Managing risk is achieved through years of preparation, gaining knowledge, training, ceremony, and mastery.

Lowest level

Risks icon (Medicine bundle) lowest level

Some
challenges

Mid-level

Risks icon (Medicine bundle) mid level

Moderate challenges

High Level

Risks icon (Medicine bundle) high level

Notable challenges

Transformed

Risks icon (Medicine bundle) transformed

Challenges resolved

How are we working together?
Engagement (Weaving icon)

Braiding all the necessary pieces together, the land, water, and the people into spaces where deep consultation and co-operation can happen. Each strand is important, each voice is important.

Lowest level

Engagement icon (Weaving) lowest level

Some engagement

Mid-level

Engagement icon (Weaving) mid level

Moderate engagement

High Level

Engagement icon (Weaving) high level

Notable engagement

Transformed

Engagement icon (Weaving) transformed

Full
engagement

Action

Year

Description

How far along is this work?

How complicated is this work?

Are there challenges?

How are we working together?

  • 1.01

    1.01

    3

    In partnership with the Government of Canada, establish a new institution designed and driven by First Nations to provide supports to First Nations in their work of nation- and governance-rebuilding and boundary resolution in accordance with First Nations laws, customs and traditions.
    Ministry of Indigenous Relations and Reconciliation
    0
    0
    0
  • 1.02

    1.02

    1

    Shift from short-term transactional arrangements to the co-development of long-term agreements that recognize and support reconciliation, self-determination, decision-making and economic independence.
    Ministry of Indigenous Relations and Reconciliation
    3
    3
    1
  • 1.03

    1.03

    2

    Utilize sections 6 and 7 of the Declaration Act to complete and implement government-to-government agreements that recognize Indigenous self-government and self-determination.
    Ministry of Indigenous Relations and Reconciliation
    3
    3
    3
  • 1.04

    1.04

    1

    Co-develop with Indigenous Peoples a new distinctions-based fiscal relationship and framework that supports the operation of Indigenous governments, whether through modern treaties, self-government agreements or advancing the right to self-government through other mechanisms. This work will include collaboration with the Government of Canada.
    Ministry of Finance; Ministry of Indigenous Relations and Reconciliation
    3
    3
    3
  • 1.05

    1.05

    2

    Co-develop and implement new distinctions-based policy frameworks for resource revenue-sharing and other fiscal mechanisms with Indigenous Peoples.
    Ministry of Finance; Ministry of Indigenous Relations and Reconciliation
    3
    3
    3
  • 1.06

    1.06

    1

    Co-develop an approach to deliver on the BC Tripartite Education Agreement commitment, in which the Ministry of Education and the First Nations Education Steering Committee (FNESC) will co-develop legislation that requires local education agreements (LEAs) with First Nations where a First Nation wants one, and that requires the application of the provincial LEA at the request of a First Nation.
    Ministry of Education and Child Care
    3
    2
    1
  • 1.07

    1.07

    2

    Update the Bilateral Protocol agreement between the BC Ministry of Education and the First Nation Education Steering Committee for relevancy, effectiveness, and consistency with the UN Declaration to support First Nation students in the K-12 education system.
    Ministry of Education and Child Care
    1
    2
    1
  • 1.08

    1.08

    1

    Recognize the integral role of Indigenous-led post-secondary institutes as a key pillar of B.C.’s post-secondary system through the provision of core funding, capacity funding and the development of legislation. This includes institutes mandated by First Nations, as well as a Métis post-secondary institute being developed by Métis Nation BC.
    Ministry of Post-Secondary Education and Future Skills
    2
    1
    1
  • 1.09

    1.09

    2

    A) Work with the Nicola Valley Institute of Technology, and the Urban Native Youth Association to co-develop an urban Indigenous centre that supports the childcare, housing and post-secondary needs of Indigenous learners, and B) Strengthen the capacity of the Native Education College to provide culturally relevant post-secondary opportunities for urban Indigenous learners.
    Ministry of Post-Secondary Education and Future Skills
    3
    2
    2
  • 1.10

    1.10

    1

    Co-develop modernized emergency management legislation (replacing the Emergency Program Act) with First Nations.
    Ministry of Emergency Management and Climate Readiness
    3
    3
    1
  • 1.11

    1.11

    5

    Support inclusive regional governance by advancing First Nations participation in regional district boards.
    Ministry of Municipal Affairs
    0
    0
    0
  • Action

    1.01

    1.01

    Year

    3

    Ministry

    Ministry of Indigenous Relations and Reconciliation

    Description

    In partnership with the Government of Canada, establish a new institution designed and driven by First Nations to provide supports to First Nations in their work of nation- and governance-rebuilding and boundary resolution in accordance with First Nations laws, customs and traditions.

    How far along
    is this work?

    0

    How complicated
    is this work?

    0

    Are there
    challenges?

    0

    How are we
    working together?

  • Action

    1.02

    1.02

    Year

    1

    Ministry

    Ministry of Indigenous Relations and Reconciliation

    Description

    Shift from short-term transactional arrangements to the co-development of long-term agreements that recognize and support reconciliation, self-determination, decision-making and economic independence.

    How far along
    is this work?

    3

    How complicated
    is this work?

    3

    Are there
    challenges?

    1

    How are we
    working together?

  • Action

    1.03

    1.03

    Year

    2

    Ministry

    Ministry of Indigenous Relations and Reconciliation

    Description

    Utilize sections 6 and 7 of the Declaration Act to complete and implement government-to-government agreements that recognize Indigenous self-government and self-determination.

    How far along
    is this work?

    3

    How complicated
    is this work?

    3

    Are there
    challenges?

    3

    How are we
    working together?

  • Action

    1.04

    1.04

    Year

    1

    Ministry

    Ministry of Finance; Ministry of Indigenous Relations and Reconciliation

    Description

    Co-develop with Indigenous Peoples a new distinctions-based fiscal relationship and framework that supports the operation of Indigenous governments, whether through modern treaties, self-government agreements or advancing the right to self-government through other mechanisms. This work will include collaboration with the Government of Canada.

    How far along
    is this work?

    3

    How complicated
    is this work?

    3

    Are there
    challenges?

    3

    How are we
    working together?

  • Action

    1.05

    1.05

    Year

    2

    Ministry

    Ministry of Finance; Ministry of Indigenous Relations and Reconciliation

    Description

    Co-develop and implement new distinctions-based policy frameworks for resource revenue-sharing and other fiscal mechanisms with Indigenous Peoples.

    How far along
    is this work?

    3

    How complicated
    is this work?

    3

    Are there
    challenges?

    3

    How are we
    working together?

  • Action

    1.06

    1.06

    Year

    1

    Ministry

    Ministry of Education and Child Care

    Description

    Co-develop an approach to deliver on the BC Tripartite Education Agreement commitment, in which the Ministry of Education and the First Nations Education Steering Committee (FNESC) will co-develop legislation that requires local education agreements (LEAs) with First Nations where a First Nation wants one, and that requires the application of the provincial LEA at the request of a First Nation.

    How far along
    is this work?

    3

    How complicated
    is this work?

    2

    Are there
    challenges?

    1

    How are we
    working together?

  • Action

    1.07

    1.07

    Year

    2

    Ministry

    Ministry of Education and Child Care

    Description

    Update the Bilateral Protocol agreement between the BC Ministry of Education and the First Nation Education Steering Committee for relevancy, effectiveness, and consistency with the UN Declaration to support First Nation students in the K-12 education system.

    How far along
    is this work?

    1

    How complicated
    is this work?

    2

    Are there
    challenges?

    1

    How are we
    working together?

  • Action

    1.08

    1.08

    Year

    1

    Ministry

    Ministry of Post-Secondary Education and Future Skills

    Description

    Recognize the integral role of Indigenous-led post-secondary institutes as a key pillar of B.C.’s post-secondary system through the provision of core funding, capacity funding and the development of legislation. This includes institutes mandated by First Nations, as well as a Métis post-secondary institute being developed by Métis Nation BC.

    How far along
    is this work?

    2

    How complicated
    is this work?

    1

    Are there
    challenges?

    1

    How are we
    working together?

  • Action

    1.09

    1.09

    Year

    2

    Ministry

    Ministry of Post-Secondary Education and Future Skills

    Description

    A) Work with the Nicola Valley Institute of Technology, and the Urban Native Youth Association to co-develop an urban Indigenous centre that supports the childcare, housing and post-secondary needs of Indigenous learners, and B) Strengthen the capacity of the Native Education College to provide culturally relevant post-secondary opportunities for urban Indigenous learners.

    How far along
    is this work?

    3

    How complicated
    is this work?

    2

    Are there
    challenges?

    2

    How are we
    working together?

  • Action

    1.10

    1.10

    Year

    1

    Ministry

    Ministry of Emergency Management and Climate Readiness

    Description

    Co-develop modernized emergency management legislation (replacing the Emergency Program Act) with First Nations.

    How far along
    is this work?

    3

    How complicated
    is this work?

    3

    Are there
    challenges?

    1

    How are we
    working together?

  • Action

    1.11

    1.11

    Year

    5

    Ministry

    Ministry of Municipal Affairs

    Description

    Support inclusive regional governance by advancing First Nations participation in regional district boards.

    How far along
    is this work?

    0

    How complicated
    is this work?

    0

    Are there
    challenges?

    0

    How are we
    working together?

The Declaration Act Annual Report was developed using a standardized process which involved participation across the provincial government and engagement with Indigenous partners.

Lead ministries identified when each of the 89 actions in the Declaration Act Action Plan would begin substantial implementation (by year) and begin reporting. This was determined by considering logical sequencing of actions that build upon each other, balancing actions with other commitments, and overall balancing of action plan themes, ministries, sectors, and focus areas.

Action content was based on information reported by lead and supporting ministries, often in partnership with Indigenous organizations they work with. The reporting information was then used to prepare both the icons and the detailed reporting presented.

The resulting reporting information was adapted based on input from internal provincial committee processes and from the Alliance of BC Modern Treaty Nations, the First Nations Leadership Council, and Métis Nation British Columbia.

The stories profiled throughout this website were curated based on a consistent set of criteria: they tell a story that involves human impact; there is balance across action plan themes, sectors, geographic region, and lead Ministries; consideration is paid to a distinctions basis; there is substantive progress in advancing the action; and there is an ability to develop content within the project timelines.

There are limitations resulting from the methods used to develop the reporting content, and inherent to undertaking a project of this nature. These limitations include:

  • Indicators are mainly process and activity-focused, and as yet not reflective of longer, more meaningful, or more transformational outcomes.
  • Standardization of report content, including indicators, was balanced with the work of co-development.
  • The project benefitted from learning while doing, meaning that the standardized template and associated dashboard calculations and representation were adapted throughout the process.

Icon Calculation

The calculation of the four icons used the following methods:

How far along is this work?

Determined using standard project schedule stages:

  • Started
  • Planning
  • Implementing
  • Complete

How complicated is this work?

Calculation: number of identified subtasks for each action + number of Ministries involved in each action + number of years in the planning and implementing stages for each action.

Categorization:

  • Some Complexity: score of 4 or less
  • Moderate Complexity: score of 5-6
  • Notable Complexity: score of 7+

Are there challenges?

Calculation: based on “risks” and “obstacles” identified for each action.

How are we working together?

Calculation: yes/no responses to the following questions for each action:

  1. Partner(s) identified?
  2. Consultation and co-operation plan or approach is in place or in development with Indigenous partners?
  3. Partner(s) involved in report development/co-development?
  4. Input has been gathered/meetings have been held?

Categorization:

  • No engagement: score of 0
  • Some engagement: score of 1-2
  • Moderate engagement: score of 3-4
  • Notable engagement: score of 5